What is Verbal behaviour?
Verbal behaviour is a method that teaches communication using the principles of behaviour modification and the behavioural theories of B.F. Skinner. Verbal behavioural helps children focus on understanding the benefits of using language.
Skinner labelled the different types of language as verbal operants (the main verbal operants are mand, tact, echo, and intraverbal). Each operant has a distinct purpose. A‘mand’ for example, can be a request, such as requesting a chocolate by stating “Chocolate”. A ‘tact’, is an expression used to call attention or communicate an experience, such as “bird” to communicate that a bird is present. An ‘intraverbal’, is a word or a phrase that is used to reply to or address a question or comment made by another person, like responding to “Where do you attend school?” with “I go to Nicosia highschool in Cyprus”. An ‘echoic’ is a term that is echoed or repeated, like I say “Chocolate” and you repeat “Chocolate!”. This is crucial since imitation words and phrases will aid in the student’s learning.
For whom it can be used?
Verbal behaviour teaches children to make simple requests through language, exchange of images, or pointing to the desired object. Verbal operators are at the heart of verbal behaviour. Imagine someone asking a parent or teacher about the child’s language skills by saying ‘Does the child (or does he know) the word ‘chips’? Do they know what “chips” mean? The answer to the question is more complex than it might seem. With Skinner’s approach to language as behaviour, it is more likely to obtain more information about specific situations where the child shows that they know what ‘‘chips’’ mean.
For example:
- Asking for a chips when he wants some (a mand)
- Telling someone else when they see chips (a tact)
- Repeating “chips” when someone else says, “chips” (echoic)
- Answering “chips” in response to a question (an intraverbal)
- Pointing to a chips when someone asks him to (receptive language)
Some behaviour analysts use Skinner’s language analysis because they believe it helps them better identify all parts of meaning. Usually, developing children can learn all these
terms quickly and it is not crucial to teach them separately. However, some children with language delays may need to be taught to each of them individually.
Therapists who use a VB approach teach children language in a way that links language to its different purposes or functions. Initially, therapists using the VB approach focus on combining the learning environment with activities and elements that the child enjoys, so that the learning environment is in the place the child wants to be. This may mean that the therapist gives the child fun toys or snacks for free (without having completed any task). The therapist then teaches children to ask for these things (what VB therapists call the command (to mand).
Once children independently request the things they want, the therapist gradually begins to teach other language and skills goals (such as labelling and answering questions). The VB approach is used with children who communicate with spoken language, as well as with children who communicate in other ways, such as sign language.
Provide some research about its previous use with children with ASD
Verbal behaviour is a theory of communication that initiates language. Any other observable action is a learned behaviour that can be acquired, developed and sustained by applying behaviour strategies. Supporting the development of language and communication with verbal behaviour strategies differs from other traditional linguistic theories. However, it shares the conventional goal of promoting more effective, appropriate, and consistent communication competence in children who have difficulties acquiring these skills.
Therapists who provide and are trained to use verbal behaviour strategies in their daily lives are generally certified behaviour analysts, special education teachers, or speech therapists. Each child presents a unique set of skills; therefore, each program will be individualised to the needs of that child. Data is collected daily for each skill taught and the number of skills mastered each week. Mastered goals are regularly reviewed to ensure that skills are maintained.
Provide some research about its previous use with children with ASD
Verbal behaviour is a theory of communication that initiates language. Any other observable action is a learned behaviour that can be acquired, developed and sustained by applying behaviour strategies. Supporting the development of language and communication with verbal behaviour strategies differs from other traditional linguistic theories. However, it shares the conventional goal of promoting more effective, appropriate, and consistent communication competence in children who have difficulties acquiring these skills.
Therapists who provide and are trained to use verbal behaviour strategies in their daily lives are generally certified behaviour analysts, special education teachers, or speech therapists. Each child presents a unique set of skills; therefore, each program will be individualised to the needs of that child. Data is collected daily for each skill taught and the number of skills mastered each week. Mastered goals are regularly reviewed to ensure that skills are maintained.
Conclusion remarks
Verbal behavioural is not focused on forms or structures of speech. However, they are important in the analysis of linguistics, and verbal operators are at the heart of this
intervention. Verbal behavioural therapy aims to teach language and communication skills, helping children understand why words are used and how they can be used to help the child communicate what they may want.
References
McLaughlin, T. F., & Malaby, J. (1972). Intrinsic reinforcers in a classroom token economy1. Journal of Applied Behavior Analysis, 5(3), 263–270. doi:10.1901/jaba.1972.5-263
Matson, J. L., & Boisjoli, J. A. (2009). The token economy for children with intellectual disability and/or autism: A review. Research in Developmental Disabilities, 30(2), 240-248.
Foxx, R. M. (1998). A comprehensive treatment program for inpatient adolescents. Behavioral Interventions: Theory & Practice in Residential & Community‐Based Clinical Programs, 13(1), 67-77.
The Verbal Behavior Approach: How to Teach Children With Autism and Related Disorders Paperback – Illustrated, May 15, 2007, Mary Barbera Tracy Rasmussen.
Michael, J. (1984). Verbal behavior. Journal of the Experimental Analysis of Behavior, 42(3), 363-376.
